Volume 20, No. 1
Fostering Arts-Rich Schools
Advocates have long fought for equity in arts learning, making the case for arts as core and not “special” curriculum. These cries were heard when the Every Student Succeeds Act (ESSA) gave states the opportunity to expand student access to quality instruction in the visual and performing arts. This issue of the State Education Standard gives state policymakers good reasons to pay attention to the depth and breadth of instruction their schools offer in music, drama, theater, dance, and media arts—all key components of students’ well-rounded education.
Arts integration shows promise for school readiness, emotion regulation, and stress reduction in the youngest, most vulnerable students.
Instructional practices rooted in action and reflection could transform how all disciplines build students' competencies.
Arizona leverages partnerships, ESSA funding, and a diploma seal to bolster equitable access to arts learning.
Six communities follow Chicago's lead in developing arts education census data and maps.
Several states are using ESSA to increase access and quality in arts instruction.
Arts educators bring creativity and process expertise to their work on statewide accountability.
If research is to inform state policy, important gaps in research should be filled.
The World War II-era posters asserting that “Loose Lips Sink Ships” reminded the public that careless talk could undermine the war effort. Fast forward to today, with more people, including public officials, taking to social media to opine on any number of subjects, an apt advertisement might read, “Loose Tweets Sink Fleets.”
For 21 years, Gigi Antoni led Big Thought in Dallas, a nonprofit focused on overcoming the opportunity gap for children in poverty. For her work in expanding access to arts learning, in 2011 she was named by President Barack Obama a Champion of Change for Arts Education. Since 2017, she has been director of learning […]
All too often, arts programs are the first on the chopping block when schools struggle financially. Some states, however, are requiring schools to provide arts-related information on their statewide school report card.
Even more widely varied than how a state board is assembled is its scope of authority, with a few being solely advisory and others totally independent. All state boards have three primary levers: the powers of policy, convening, and questioning.